Implications of Network Governance for an Implementation Perspective on Public Policy
pp. 106-116 | Published Online: December 2019 | DOI: 10.22521/unibulletin.2019.82.1
Ermyas Admasu Wolde
There has been inevitable dynamic change taking place in societies characterized as “network governance,” raising discourse on the continuity of the mainstream top-down and bottom-up policy implementation perspectives. The network governance approach challenges the commonly accepted mainstream views regarding policy implementation for being hierarchical and restricted to the organizational structure of the state, while currently the interaction, interdependence and negotiation of a complex set of actors is prevalent and just as important as the formal structures. This paper, therefore, is a thorough review of the existing body of literature to assess how the new “governance paradigm” labeled as “network governance” is influencing an implementation perspective on public policy. The review unearthed that there are conflicting views such as post modernists who argue the extent of how outdated the implementation perspective and implementation of public policy is itself due to the influence of informal networks suppressing the power of the state. On the other hand, other scholars argue that implementation is not a completely outdated matter, as governments still play a crucial steering role. It was found that the widening of the old perspectives was inevitable to the distinction of government from governance structures, from processes institutions, from behaviors and actors, and from activities. It should also bring about various actors and multi-locus and layered perspective, unlike the hierarchical mere government-focused perspective of the past. Therefore, the implementation perspective under the new governance heading covers a wide range of issues and variables, implying that the new “governance paradigm” and its governing networks altered the existed perspective on implementation, if not contributed to its demise.
Keywords: Governance, network governance, policy implementation, perspectives
Examining Factors Affecting Student Engagement in English Preparatory Classes According to Student Opinions
pp. 117-133 | Published Online: December 2019 | DOI: 10.22521/unibulletin.2019.82.2
Burcu Karafil and Aytunga Oguz
This study aimed to determine the classroom engagement levels of university students studying English Preparatory Classes, and the factors affecting their engagement in the classes. In the study, survey method, which is one of the qualitative research methods, was employed. The population of the study consisted of students selected from Bilecik Seyh Edebali University’s “Optional English Preparatory Classes” during 2016-2017 academic year. The sample of the study consisted of 67 students selected from the population through random sampling. Mixed method was used to obtain the data, with quantitative data obtained from 67 students, and qualitative data obtained from nine students determined by criterion sampling method. In the study, the “Classroom Engagement Scale for University Students” developed by Eryılmaz (2014), and the “Learning Climate Questionnaire” adapted to Turkish language by Kanadlı and Bağçeci (2016) were both employed. Qualitative data were collected through open-ended questions prepared by the researchers, and content analysis was performed in its analysis. As a result of the study, it was determined that the emotional and cognitive engagement levels of the students were at an appropriate level, and that behavioral engagement was at a slightly appropriate level. The students stated that personal factors, characteristics of the program, implementation of the program and factors related to teacher behavior affected their engagement in English language preparatory classes.
Keywords: Engagement, autonomy, support, higher education
Needs Analysis of Problem-Based Learning Textbook Development for Environmental Courses
pp. 134-140 | Published Online: December 2019 | DOI: 10.22521/unibulletin.2019.82.3
Ahmad Muhlisin and Setiyo Prajoko
Learning resources in the form of textbooks and learning processes are a determinant factor of learning success. The objective of this study is to describe the learning resources available as forms of learning support, to understand the level of learning achievement of environmental material and the percentage of student problem-solving indicators. Survey research method was employed, using instruments in the form of a questionnaire based on respondents’ level of understanding and certain problem-solving indicators. The study subjects consisted of 77 Natural Sciences undergraduate students. Data analysis used quantitative descriptive methods. The conclusions show that the learning resources were supported in the form of reference books, but the semester learning plans for environmental subjects did not yet exist and that environmental subject textbooks were not yet available. The percentage of students’ understanding of learning outcomes or learning objectives in the environmental material was still dominated by the criteria and a 45% lack of understanding. Problem-solving indicators on problem identification aspects dominant at 55%. Aspects identify various solutions that are still low at 25% for identifying solutions, and 20% for skills to maintain solutions.
Keywords: Textbook, problem-based, environment
Effect of Transformational Leadership of a Principal’s Management Ability on the Work Motivation of Teachers to Provide Guidance and Counseling at Senior High Schools in Medan, Indonesia
pp. 141-152 | Published Online: December 2019 | DOI: 10.22521/unibulletin.2019.82.4
This aim of this study was to determine the effect of transformational leadership of the principal and the principal’s management ability on the work motivation of teachers towards providing guidance and counseling at senior high schools in Medan, Indonesia. In addition, the study sought to find out which is greater, the effect of transformational leadership of the principal, or the ability to motivate teachers to provide guidance and counseling. The sample in this research were 148 teachers who provide guidance and counseling. This research study was descriptive percentage. The results show that the effect of transformational leadership of the principal on the motivation of teachers’ guidance and counseling to be at a significant level (robserved > rtable [.401 > .161]), and the effect of management ability on the motivation of the teachers’ guidance and counseling to be at a significant level (robserved > rtable [.261 > .161]). From the data analysis results, it can be seen that the principal’s transformational leadership is more influential on the motivation of the teachers’ guidance and counseling work (robserved .401).
Keywords: Transformational leadership, management ability, work motivation
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